Source: The Hieroglyphic Monad
Friedrich Nietzsche (1844–1900) German philosopher, poet, composer, cultural critic, and classical philologist
Sec. 232
Variant: We have no dreams at all or interesting ones. We should learn to be awake the same way — not at all or in an interesting manner.
Source: The Gay Science (1882)
“Much learning does not teach understanding.”
Heraclitus (-535) pre-Socratic Greek philosopher
Fragment 40
Numbered fragments
Fritz Mauthner (1849–1923) Austrian writer
Beiträge zu einer Kritik der Sprache (1923), I, p. 56; as quoted in "Wittgenstein versus Mauthner: Two critiques of language, two mysticisms" (2007) by Elena Nájera http://wittgensteinrepository.org/agora-alws/article/view/2659/3042
“He who learns but does not think is lost. He who thinks but does not learn is in great danger.”
Eleanor Roosevelt (1884–1962) American politician, diplomat, and activist, and First Lady of the United States
Source: The Autobiography of Eleanor Roosevelt
“True instruction is this: —to learn to wish that each thing should come to pass as it does.”
Epictetus (50–138) philosopher from Ancient Greece
Golden Sayings of Epictetus
Context: True instruction is this: —to learn to wish that each thing should come to pass as it does. And how does it come to pass? As the Disposer has disposed it. Now He has disposed that there should be summer and winter, and plenty and dearth, and vice and virtue, and all such opposites, for the harmony of the whole. (26).
“He who does not understand your silence will probably not understand your words.”
Elbert Hubbard (1856–1915) American writer, publisher, artist, and philosopher fue el escritor del jarron azul
George Long (1800–1879) English classical scholar
An Old Man's Thoughts on Many Things, Of Education I
Context: I have said nothing about religious teaching as one of the means of forming a good character.... I, who am not a teacher of religion, do not presume to say how it should be taught, so taught as to be practical. If you merely teach dogmas dogmatically, you are not teaching in the sense in which I understand teaching... and learning... does not consist merely in knowing: it is not learning unless there is some corresponding doing.
